Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
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Assessment Chapter 4<br />
DRAMATIC PLAY<br />
• How does play get started? Does the child initiate<br />
it? The teacher? Another child?<br />
• Describe the child’s comments and verbal<br />
interactions.<br />
• Where do the ideas come from (television, books,<br />
personal experiences)?<br />
• Is the child able to fit into other’s plans?<br />
• What roles does the child tend to play?<br />
• How long does the child’s participation last?<br />
• What or who seems responsible for the ending?<br />
SPECIAL NEEDS<br />
• Do the child’s skills lag behind those <strong>of</strong> other<br />
children?<br />
• Is the child constantly in motion? Does he or she<br />
tend to go beyond set or natural boundaries?<br />
• Is the child able to judge the spatial relationships <strong>of</strong><br />
objects to each other?<br />
• Does the child tend to play alone?<br />
• Does the child make eye-to-eye contact with<br />
others?<br />
• Does the child tend not to join group activities?<br />
• Is the child overly attached to one child or adult?<br />
• Does the child tend to give up quickly? Does he or<br />
she express himself or herself physically?<br />
• Does the child tend to control her or his anger?<br />
• Is the child overly fearful?<br />
• Does the child have sudden, unprovoked outbursts<br />
<strong>of</strong> crying or anger that he or she is unable to<br />
control?<br />
• Does the child tend to respond inappropriately to<br />
situations or stimuli?<br />
• Is the child unable to remember verbal directions<br />
or stories?<br />
REFLECTIVE QUESTIONS (continued)<br />
65<br />
BLOCKS<br />
• What blocks does the child select?<br />
• What forms or buildings does the child construct?<br />
• How flexible is the child in solving problems?<br />
• Does the child verbalize while working?<br />
• Is the structure named? Does the child use it in<br />
dramatic play?<br />
• Can the child engage in cooperative block-building<br />
with another?<br />
USE OF MATERIALS<br />
• How does the child come to use the materials<br />
(teacher suggested, group activity, imitation, selfinitiated)?<br />
• Does the child paint one color over another?<br />
• Does the child create forms, lines, dots,<br />
representations?<br />
• Does the child work in her or his own area or is<br />
there a need to spread out?<br />
• Is there any socializing with other children while<br />
using materials?<br />
• How does the experience end?<br />
• What are the child’s techniques in using material?<br />
(manipulative, exploratory, representational)?<br />
• How does the child work (with concentration,<br />
skillfully, intensively, carelessly, tentatively,<br />
distractible)?<br />
• Does the child complete what he or she begins?<br />
• How does the child react to problems encountered<br />
while working with materials?
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